Bridging the gap: learning with patient teachers in health professional education

Abstract

This paper explores the value and contribution of patient voices in health professional education. The important changes in policy and practice that are slowly transforming the way that services are provided and experienced by people who have a long-term condition challenges traditional approaches to health professional education. The authors describe their philosophy and approach that supports health professionals to learn from patient voices. The value of the approach extends beyond the insights and support for learners but also has an impact on the individuals who contribute their expertise and knowledge as part of the Patients as Teachers team. Valuing and supporting members of the local community to get involved in professional education is one way of opening up the ‘ivory tower’ and challenges assumptions about who are the teachers and who are the learners. Copyright © 2006 John Wiley & Sons, Ltd.